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I te Ākonga e Pānui ana i te Pukapuka

During Reading

The following activities are written as examples of lessons that can be explored with students during reading of the text.

Te Āhua o te Hōia Māori (wh. 2–11)

nā Kiwa Hammond

Hei whakarāpopoto

E whā ngā wāhanga o roto i tēnei kōrero:

  • Te Papa Ōkawa
    • E hāngai ana tēnei kōrero ki te āhua o ngā kākahu o ngā hōia o Te Ope Taua 28.
  • Te Papa Toroparawae
    • E hāngai ana tēnei kōrero ki ngā mahi whakangungu hōia i mua i te wehenga ki rāwāhi.
  • Te Papa Wera me Te Papa Mātao
    • E hāngai ana ēnei kōrero ki te kaha o ngā hōia Māori ki te mura o te ahi.

There are four sections in this story:

  • The section entitled Te Papa Ōkawa looks at the clothing worn by 28th Māori Battalion.
  • The section entitled Te Papa Toroparawae looks at the training of soldiers for war.
  • The last two sections entitled Te Papa Wera and Te Papa Mātao focus on the courage and bravery o Māori soldiers in war.

Te momo reo tuhi

Language style

  • He tuhinga taki (Writing to recount)
  • Taki whānui (Factual recount)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

  • He reo tohu i te mahi a tētahi atu (3rd person voice)
    • … ka mau i te hōia Māori ngā momo kākahu e tika ana ānō nei ko te hōtoke, ko te raumati rānei. (wh. 8)
  • Ka uru mai te kōrero a tētahi atu (Quotation)“E te iwi, kei runga te ingoa o te iwi Māori e tare ana.” (wh. 5)
  • He reo tohu wāmua (Past tense expressions)
    • Nō muri tata mai i te taenga atu o ngā hōia Māori ki Ingarangi … (wh. 7)
  • He reo raupapa (Sequencing events)
    • I mua i te wehenga atu i Aotearoa ka whakangungua te hōia Māori … (wh. 6)
  • Ka whakamahia ngā kupumahi (Verbs used to describe events)
    • Ka akona e ia ki ngā tikanga whawhai pērā i te pupuhi i ngā momo pū, te kōkiri me te wero i te hoariri ki te pēneti, me te mahi tahi me ōna hoa … (wh. 6)

He Ngohe

Activities

1. Te Papa Ōkawa (wh. 2–5)

Te Tuhi Whakarāpopoto

Me pānui e ngā ākonga ngā whārangi 2–5 o Te Tautoko 68. Matapakihia te kōrero “He ao te rangi ka ūhia, mā te huruhuru te manu ka rere ai.” (wh. 2)

  • Nā wai tēnei kōrero?
  • He aha te kaupapa o te kōrero nei?

Me rapu ngā ākonga te whakamārama mō te whakatauākī nei. Kei te paetukutuku nei ngā kōrero www.nzetc.org/tm/scholarly/tei-MitTaki-t1-body-d2-d6.html

Kei roto rānei i te pukapuka Tākitimu, (Mitchell, 1972:100). Kia mōhio koutou, hāunga i ētahi pitopito kōrero, kei roto tēnei pukapuka i te reo Ingarihi.

Me tuhi whakarāpopoto ngā ākonga mō te kōrero mō Tama Te Rangi. Mā rātou anō hei whakamārama i te hononga o te kōrero nei ki te āhua o ngā hōia o Te Ope Taua 28.

Writing Summaries

Get your students to read pages 2–5 of Te Tautoko 68. Get them to discuss the meaning of the following proverbial saying “He ao te rangi ka ūhia, mā te huruhuru te manu ka rere ai.” (p. 2)

See www.nzetc.org/tm/scholarly/tei-MitTaki-t1-body-d2-d6.html or chapter 14 of Tākitimu (Mitchell, 1972:100). Teachers should be aware however that, apart from small sections, this reference is written in English.

Students should write a summary of the events that led to Tama Te Rangi creating this saying. How does this saying relate to how soldiers were expected to present themselves?

2. Te Papa Toroparawae (wh. 6–7)

Ngā Toa o Neherā me ngā Toa o Te Ope Taua 28.

Whakamāramahia atu ki ngā ākonga e whā ngā kamupene o Te Ope Taua 28. Mā rātou e kimi ko wai te ingoa o te kamupene nō tō rātou ake rohe (ā-iwi, ā-kura rānei). Ka kite rātou i te ingoa o tō rātou kamupene, ka noho tahi ngā ākonga o ia kamupene ki te matapaki, ki te rangahau hoki i ēnei pātai:

  • Ko wai ngā “toa” o tō rātou rohe i neherā?
  • Ko wai ngā toa o tō rātou kamupene i te wā o te Pakanga Tuarua o te Ao?
  • He pēhea te whakangungu a ngā toa o neherā i a rātou anō?
  • He pēhea te whakangungu a ngā toa o te Te Ope Taua 28? (Tirohia te wh. 6–7)
  • He aha ngā kākahu o ō tātou tīpuna?
  • He aha ngā kākahu o Te Ope Taua 28?

Hoatu tētahi mahere ki ia rōpū mā rātou hei whakapaipai te takiwā o tō rātou ake kamupene. Kātahi ka tāpiri atu rātou i ā rātou kōrero ki te mahere nei. Kei tētahi taha ngā kōrero mō Te Ope Taua 28, kei tētahi atu ngā kōrero mō tētahi/ētahi toa Māori o neherā.

Warriors of the Past and Those Who were in the 28th Māori Battallion

Explain to the students that the 28th Māori Battalion consisted of four companies. Students then identify the company that encompasses their own tribal or school area. Students work with others from the same company to explore the following:

  • Identify well known or famous ancestors (who may have been warriors).
  • Identify decorated soldiers of the 28th Māori Battalion from that area.
  • How did warriors train before colonisation?
  • How did the 28th Battalion train?
  • What clothing did our tīpuna wear?
  • What clothing did the 28th Māori Battalion soldiers wear?

Give each group a map to annotate using their group’s findings. One side has what warriors did in the times of our ancestors, before colonisation, and the other side describes how the 28th Māori Battalion trained.

3. Te Papa Wera (wh. 8)

Ngā Pakanga nā ngā Hōia Māori i Whawhai

Whakaatuhia tētahi mahere o ngā whenua i toroa e Te Ope Taua 28 ki ngā ākonga (tirohia www.28maoribattalion.org.nz/map). Ka mahi takirua ngā ākonga ki te whiriwhiri i tētahi o ngā pakanga ki rāwāhi hei rangahau mā rāua. Hei tāpiri atu ki ā rāua ake pātai me whakautu rāua i ngā pātai e whai ake nei:

  • He aha te ingoa o te whawhai?
  • He aha te rā tīmata me te rā whakamutunga o te whawhai?
  • He pēhea te maha o ngā hoariri i mate, i mauheretia?
  • He pēhea te maha o ngā ope haumi i mate, i mauheretia?
  • Ko wai i toa?
  • He aha te take i toa ai, i hinga ai rānei Te Ope Taua 28 me ngā ope haumi?

Ka tāpiri atu ngā kōrero nei ki tētahi mahere o te whenua o te pakanga, ā, ka whakaatu ki te katoa o te akomanga.

Battles fought by the 28th Māori Battallion

Show the students a map of the countries that the 28th Māori Battalion served in (see www.28maoribattalion.org.nz/map). In pairs students decide one of the battles to research. Information they find should include:

  • the name of the battle
  • the start and finish date of the battle
  • the number of enemy soldiers who were killed and captured
  • the number of allies killed and captured
  • who won the battle
  • why the Māori Battalion and allies won or lost.

Get your students to annotate a map of their chosen country with their information and display it to the class.

backtotop

4. Te Reo Whakatauākī

Te Rangahau Reo Whakatauākī

Me pānui ngā ākonga i te katoa o te kōrero “Te Āhua o te Hōia Māori”. Mā rātou hei tāutuhi ngā whakatauākī kei roto. Me rapu ngā ākonga te pūtakenga o ngā whakatauākī e 3 mai i te kōrero nei. Me rapu rātou:

  • te kaikōrero o ia whakatauākī
  • nō hea te kaikōrero
  • nōnahea i kīia ai te kōrero nei
  • te take nāna ēnei kupu i whakahua.

Ki ō rātou whakaaro he aha te pānga o ēnei whakatauākī ki ngā hōia i aua wā? He āwhina, he akiaki rānei kei roto mō rātou? Me whakaatu ngā ākonga i ā rātou kitenga ki te whakaaturanga ā-rorohiko – arā, me whakaatu atu te whakatauākī, te pūtakenga o te kōrero, me tētahi whakamārama mō te pānga o te kōrero nei ki ngā hōia.

Researching Proverbial Sayings

Students should read all of the article “Te Āhua o te Hōia Māori” and consider the whakatauākī that are used throughout the text (often highlighted in a separate text box). Students should choose 3 whakatauākī to research. Information to find may include:

  • Who first said this whakatauākī?
  • Where was he/she from?
  • When did he/she use this saying?
  • Why did he/she use this saying?

Get your students to consider how these whakatauākī relate to the soldiers. What was the intention of these sayings?

Students could create a PowerPoint presentation to present their 3 whakatauākī and show what they consider these whakatauākī are trying to convey.

Te Hāpai Ō (wh. 12–31)

nā Paora Tibble

Hei whakarāpopoto

Kei roto i tēnei kōrero:

  • he whiti mai i tētahi waiata i titoa i te wā o te pakanga
  • ētahi kōrero mō ngā kai a ngā hōia
  • he paki, he kōrero mō te āhua o te noho o ngā hōia ki rāwāhi.

In this article students will see:

  • a verse from a song written during war time
  • some facts about food that soldiers acquired
  • personal stories about life while overseas.

Te momo reo tuhi

Language style

  • He tuhinga taki (Writing to recount)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

  • He reo tautahi (First person voice)
    • “Ka kuhu atu awau ki roto, arā, kī pai ana te tāpu rā i te maha o te kōura” (wh. 24)
  • He whakaaro whaiaro (Personal comments)
    • E ai ki a Kāpene M. R. Pene, “He mea hanga nā te rino pea te puku o te hōia Māori.

Kāre tētahi o rātou i mate i tērā kai”. (wh. 27)

  • He reo raupapa (Sequencing expressions)
    • Tae atu rātau ki Ingarangi, ka kainga ngā kai o Ingarangi. (wh. 25)
    • Whakamarokengia e au te pāwhera, ka takatakahingia ki ngā pēke, ka purua ki rō tīni. (wh. 22)
  • He kupumahi (Verbs)
    • Ka wepua rātau i reira, ka haere ki te moutere o Kiriti. (wh. 26)
  • He reo tohu wāmua (Past tense expressions)
    • I pakanga te 28 ki ngā whenua koraha … (wh. 27)
    • I a rātou i Ingarangi … (wh. 26)

He Ngohe

Activities

1. Te Hāpai Ō (wh. 12–15)

Te Mahi Kai i te Mura o te Ahi Matapakihia te kōrero nei: “Ka ngōki haere te ope taua mā runga i tōna puku.”

  • He aha te whakamārama o tēnei kōrero?
  • Kei te tika te kōrero nei?

Mēnā e whakaae ana ngā ākonga ki tēnei kōrero me whakawhitiwhiti kōrero hoki mō te pātai nei:

  • Me pēhea e taea ai te whāngai ngā hōia ki whenua kē i te wā o te pakanga?

Tukua ngā ākonga ki te pānui i te kōrero nei, Te Hāpai Ō. Ka mutu ana tā rātou pānui me tuhi rātou i ngā tūmomo huarahi i whāia e ngā hōia Māori kia whiwhi kai i a rātou i whenua kē.

Food at the Front

Discuss the following quotation with the students “Ka ngōki haere te ope taua mā runga i tōna puku.”

  • What is this saying about?
  • Is it correct?

If students agree that food is important, get them to consider how an army might feed its troops in a foreign country.

Students should read the article Te Hāpai Ō and describe the various ways that troops obtained food while fighting overseas.

2. Te Mahinga Kai i te Wā Kāenga (wh. 16–22)

Te Noho Mokemoke i te Kāenga

Me pānui ngā ākonga i te kōrero nei “Te Mahinga Kai i te Wā Kāenga” (wh. 16–22). Hoatu te roanga o te waiata Ngā Whakaaro E nā Tuini Ngāwai. Me he māmā, he pāpā, he hoa rangatira, he hoa rānei rātou o tētahi o ngā hōia i aua wā, he pēhea ō rātou whakaaro mō te ngaronga o tō rātou whanaunga, o tō rātou hoa rānei? Me tuhi ngā ākonga i tētahi rotarota, i tētahi waiata rānei mō tētahi hōia o Te Ope Taua 28 e whakaatu ana i tō rātou aroha, i tō rātou pōuri rānei i tōna wehenga atu ki te pakanga. Rapua ētahi atu waiata hei tauira mā rātou i www.folksong.org.nz/waiata.html

Those Left Behind

Students should read the section “Te Mahinga Kai i te Wā Kāenga” (p. 16–22). Give them all the words to the song Ngā Whakaaro E by Tuini Ngāwai.

Students should consider how parents, friends, and family members felt while their loved ones were at war and write a poem or song which expresses how they may have felt. Some other examples of songs can be found on the website www.folksong.org.nz/waiata.html

3. Kai Tawhiti Pāmamao (wh. 23 –31)

Me pānui e ngā ākonga ngā kōrero mō ngā wheako a ngā hōia i a rātou i rāwāhi. Me whiriwhiri rātou i tētahi o ngā ngohe nei hei whakaoti mā rātou.

  • Me tuhituhi ngā ākonga i tētahi reta ānō nei he hōia rātou e whakamārama ana i tētahi o ngā wheako kei te tuhinga nei ki tētahi o ō rātou whanaunga.
  • Me tuhi reta ngā ākonga ānō nei he hōia rātou e noho mokemoke ana ki rāwāhi. He aha ngā mea e kaingākautia ana e rātou mō te kāinga?

Tirohia hoki te paetukutuku www.28maoribattalion.org.nz kei reira ētahi atu kōrero mō ngā wheako a ngā hōia.

Students should read the experiences recounted by soldiers while they were overseas and choose one of the following activities to complete.

  • Students write a letter as if they are the soldier describing one of the experiences to one of their relations.
  • Students write a letter as if they are a homesick soldier pining for home. They should describe their lifestyle overseas and talk about what they miss most about home.

See the following website for more accounts of life overseas by Māori Battalion soldiers.

4. Kai Tawhiti Pāmamao (wh. 23–31)

Whakamāramahia atu ki ngā ākonga e whā ngā kamupene o Te Ope Taua 28. Me mahi takirua ngā ākonga ki te rangahau i tētahi o ngā kamupene o Te Ope Taua 28. Me ohia manomano rāua i ngā pātai e hiahia ana rāua ki te whakautu. Anei ētahi hei tauira:

  • Ko wai te ingoa o te kamupene?
  • Ko wai te ingoa kārangaranga o te kamupene?
  • He aha i karangatia ai ki tēnei ingoa?
  • Ko wai tētahi toa rongonui o te kamupene nei?
  • I haere tēnei kamupene ki hea whawhai ai?

Mā te tokorua nei hei whiriwhiri i tētahi huarahi pai hei whakaatu i ā rāua mahi ki te katoa o te akomanga. Ka taea te whakaatu atu ā-rorohiko, ā-waiata, ā-tuhi rānei.

Explain to the students that the 28th Māori Battalion is comprised of four companies. In pairs students should choose one company to research. They should brainstorm the information they would like to find out. Here are some sample questions:

  • What was this company called?
  • What was their nickname?
  • Why were they called that?
  • Are you able to name a famous soldier from that company?
  • Where did this company fight?

Each pair should decide how best to present their findings. They may choose to present their information using the computer, by writing a waiata, writing a report, or making a display for others to read.

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